Issuu

2025 - 2026

DIVISION OF STUDENT AFFAIRS IMPACT REPORT OUR COMMITMENT TO STUDENT SUCCESS

Table of Contents Welcome Letter…………………………………………………………………………………..……………..…..1 Who We Are & The Communities We Serve……….…….………………………………….2-3 Chapel | Spiritual Life.....................................................................….................4-5 Dean of Students.........................................................….................….................6-9 Integrated Counseling, Health, and Wellness Services……………..……......10-17 Residential Life.................................................................................................18-19 Student Engagement & Development...............…......................................20-21 Student Inclusion & Belonging…….…....................….....................................22-23 Office of the Vice President for Student Affairs…………………..……………….24-26

Learning and Development Domains

Becoming

Culture of Care

Social Responsibility

Collaborative Engagement

Readiness

Dear Friends of Student Affairs: I’m so pleased to share this inaugural Division of Student Affairs Impact Report. Here you will find highlights from the 2025-2026 academic year, learn about our divisional strategic plan, encounter some compelling stories from our stellar Tigers. We invite your continued partnership in our work centering students, supporting their learning and development, and embracing our shared goal for students’ success. This year saw the launch of our Flourishing for Student Success divisional strategic plan. Interested readers can find more information about the plan at https://trinity.edu/studentaffairs/strategic-plan Under this plan, we have committed to renewing our divisional learning and development outcomes for students, bringing our work more closely and sharply into alignment with the Ready.Set.Rise. university strategic plan (more information can be found at https://trinity.edu/strategicplan), and cultivating and developing our staff. Each director in the division submitted an annual report documenting their progress on Flourishing. I am tremendously proud of the quality and purposefulness with which every member of the division has committed to enacting these plans. Each director has worked with their team to review their department’s student outcomes; has assessed their budget with an eye to efficiencies and future needs; and above all, has centered students at every point. Our thoughtful, student-centered strategic efforts would fail if not for the tremendous skill, diligence, energy, and creativity of every member of the division. Likewise, we would not be effective without the powerful partnerships we enjoy across campus and the San Antonio community. From charitable donations, to the gift of feedback and collaboration in thinking and doing, I am grateful for the many ways support for our students and our work is manifest. Sincerely,

Andrew M. Wells, Ph.D. Vice President for Student Affairs

Welcome Letter

Division of Student Affairs Who We Are The Division of Student Affairs cultivates holistic student development to foster a vibrant and inclusive campus where all students flourish and communities thrive. Through dynamic programs, collaborative partnerships, and student-centered services, we help students learn how to lead and contribute to their community with integrity, resilience, and purpose. We are educators, nurses, counselors, life and wellness coaches, community leaders, spiritual advisers, and mentors dedicated to student success. Trinity University Student Affairs professionals across all functional areas and programs - approach our work as scholar-practitioners: our work is grounded in theories of psychosocial, cognitive, and moral development. Our professional, academic, and clinical training is informed by student development theory; frameworks for belonging and inclusion; leadership and organizational dynamics; legal and compliance issues; public health, mental health and well-being; learning and assessment; and community and identity formation. In fact, 88% of the division has a terminal degree, advanced degree, or licensure, illustrating a high level of expertise and experience.

Division of Student Affairs

The Communities We Serve Our commitment to the students we serve is advanced by building and sustaining a thriving professional culture, attracting and retaining exceptional talent, and nurturing the purpose, growth, and well-being of our team. Across the division, our work is informed by regular assessment of student needs and a strong partnership with faculty and staff as we collectively fulfill the mission of the university. We serve all students - new students, returning students, graduate students, first generation students, student-athletes, students who identify as holding a marginalized or underrepresented identity, and so much more.

To that end, we envision a transformative campus experience where every student explores their purpose, builds meaningful connections, and grows into a confident, values-driven leader. Through inclusive engagement and holistic development, our students become engaged individuals and global leaders rooted in integrity and empathy.

BY THE NUMBERS STUDENT LEADERS

All student affairs departments offer student leadership opportunities, as reflected here: Department

Student Leaders Advised

Student Employee Positions

Peer Educators, Fellows, Others

Chapel | Spiritual Life

Dean of Students

Integrated Counseling, Health, Wellness

Residential Life

Student Engagement and Development

Student Inclusion and Belonging

Office of the Vice President for Student Affairs

TOTAL*

111

*some students may hold multiple roles and be counted more than once

Division of Student Affairs

Chapel | Spiritual Life Department Overview

The Plunge

Honoring Trinity University's Presbyterian heritage, Chapel | Spiritual Life is committed to cultivating a vibrant, inclusive community that affirms the dignity and worth of every person. The department provides opportunities for spiritual exploration, sacred expression, community connection, and contemplative action — nurturing students' religious, spiritual, secular, and searching journeys. While this department is situated within the Division of Student Affairs, Chaplain Alex Serna-Wallender, Chaplain Jessica Kemp, Nelda Cortez, and the Chapel | Spiritual Life Fellows provide rich and deep engagement for all Trinity community members, from students to alumni, faculty, and staff.

The Plunge is an annual tradition in which up to 50 new first-year students arrive on campus five days before New Tiger Orientation and participate in a week of community service that engages them and orients them to the city. Trinity students provided 1,600 hours of community service in this fall’s Plunge.

Pastoral Care Sessions By Community Community Served

Fall 2025

Spring 2026

Students

146

142

Staff/ Faculty

Alumni

Total

237

233

A central milestone for the University this year was the renewal of the University’s Covenant with the Synod of the Sun of the Presbyterian Church (USA). This process, undertaken in close collaboration with University leadership, the Board of Trustees, and Synod representatives, reaffirmed Trinity’s historic relationship while updating the language of the agreement to reflect current institutional practices. At a moment in higher education that increasingly requires visible alignment of practices with core institutional mission and values, being able to reaffirm Trinity’s rootedness in the Reformed tradition’s commitment to educating the whole person, mind, body, and spirit, provides a solid foundation on which to further our strategic priority of character-driven leadership. 4

SPARK

Becoming, Culture of Care, Social Responsibility

Becoming, Collaborative Engagement, Readiness

SPARK, which stands for Support, Partnership, Advocacy, Resilience, and Knowledge, is a 10-week paid summer internship that offers Trinity undergraduate students the opportunity to develop leadership skills through meaningful service with faith-based organizations that advocate for their communities. During the course of the internship, students work alongside local faith communities or faith-based nonprofits in San Antonio, developing a project that contributes to the organization's efforts to promote compassion, equity, and justice. Students gain hands-on experience in advocacy, community service, and leadership while being mentored by experienced faith leaders. With funding from a Network for Vocation in Undergraduate Education (NetVUE) grant, this year the SPARK program supported four students’ summer internships in San Antonio faith-based community organizations for 10 weeks.

BY THE NUMBERS 48 Know your Neighbor Conversations 4 SPARK Summer Internships 50 San Antonio Plunge of Community 1,600 Hours Service with City Nonprofits leaders facilitating 18 Student dialogue, services, and programs

Chapel | Spiritual Life

Know Your Neighbor Culture of Care, Social Responsibility,

Ready.Set.Rise. 2.1c Collaborative Engagement

The Know Your Neighbor initiative invites students to explore the question "Who is my neighbor?" through structured dialogue, reflection, and community engagement. Formally launched in Spring 2026 after building on existing offerings, the pilot has generated energized participation and growing student leadership interest. In the pilot year, the program involved 48 peer-facilitated discussions on spirituality, integrity, and leadership, with an average attendance of 25 students. Over 250 students participated in at least one Know Your Neighbor program, examples of which include Dinner & Dialogue, Worthy Questions, and Interfaith Tea.

Program Evaluation The reflections provide compelling evidence that Know Your Neighbor Program Evaluation is effectively advancing its intended student learning outcomes. Participants consistently described experiences that strengthened their active listening abilities, increased their capacity to engage across differences, enhanced their adaptability in complex group settings, and deepened their understanding of themselves as leaders. Most notably, students demonstrated a progression from viewing leadership primarily as event planning or task completion toward understanding leadership as a relational and community-centered practice. Through facilitating dialogue, navigating challenges, and engaging with diverse perspectives, participants developed greater empathy, flexibility, self-awareness, and confidence. Collectively, the findings suggest that Know Your Neighbor - Trinity serves as a high-impact leadership experience that equips student leaders with transferable skills in communication, collaboration, conflict navigation, and inclusive engagement. These outcomes support both the program’s immediate goals and the broader divisional and institutional mission of preparing students to lead from their values and contribute meaningfully within diverse communities.

Chapel | Spiritual Life

Student Spotlight “Becoming a member of the CSL Fellows team has made an incredible impact on my Trinity experience. I believe the Fellows cultivate one of the most meaningful spaces on campus, one in which students feel comfortable and understood. Fellows and their peers challenge each other to see the world through different perspectives and with everpresent generosity. Being a Fellow offers experience in teamwork, event planning, and collaboration, all skills I have used across different disciplines during my time at Trinity. Some of my best memories have come from CSL events, and I would encourage anyone to attend a Fellows-led event or apply to become a Fellow themself!”

Hope Paschall Graduating senior, Chapel | Spiritual Life Fellow

Dean of Students Department Overview

Core Retention Group

The Dean of Students office holds responsibility for a substantial array of programs, services, interventions, and strategy for supporting students’ flourishing. The office is home to Community Standards, Family Engagement, Student Success interventions through TUHeart and the Student Success Team, the Office of Student Engagement & Development, and advising for the Student Government Association, Student Programming Board, and Greek Council.

Policy and Process Revisions

In addition to the proactive and responsive interventions related to individual student success, the Dean of Students team supports the development of a campus environment that cultivates student flourishing through meaningful engagement in the community. The Office of Student Engagement & Development enhances students’ engagement in our robust campus life by supporting student clubs’ and organizations’ planning and activities, advising the Fraternity & Sorority Life community, and enacting leadership development programs such as Trinity LEAD.

Sometimes, in your position, you may not hear the good results of your work on an individual basis, so I thought you would be pleased to hear that [my daughter] re-integrated back into campus life and really thrived. She made some new friends and enjoyed her classes. She was able to have a clearer focus by living off campus. Her sleep adjusted, and she became more engaged in class. While grades are only one metric of success, I am pleased to say that her GPA for the semester was a 3.9. In general, she is happier and more relaxed.

The Core Retention Group (CRG) was launched this year in partnership with Academic Affairs. The CRG is a cross-divisional committee that advances student success by identifying barriers to persistence and implementing coordinated, evidence-based strategies that support retention and graduation. Through data analysis and collaboration, the CRG updated and effectively communicated the incomplete grade process to ensure alignment with University policy, identified a gap in support for students at academic risk and established the Satisfactory Academic Progress Committee, and is partnering with the JED Campus initiative to develop, implement, and communicate comprehensive Complete Withdrawal and Temporary Withdrawal policies that better support student wellbeing and success. The Student Success Team and TU Heart committees facilitated response to over 600 student care referrals this year. These two committees leverage deep and meaningful relationships with campus partners and committee leadership to support Trinity students through social and academic challenges ranging from academic support needs to mental health and family challenges.

Percentage of Student Care Referrals by Class Year Graduating Senior 6.6%

Senior 11.3%

First Year 30.5%

Quote from a parent speaking about their student’s reintegration into campus after a temporary withdrawal. Junior 21%

Sophomore 30.3%

Dean of Students

Student Organizations Conduct Process Revisions During the 2025-2026 academic year, Student Conduct began transitioning from a traditional student conduct model to a more holistic Community Standards framework. This studentcentered approach emphasizes learning, reflection, accountability, and personal growth while supporting Trinity University's commitment to student flourishing. Community Standards serves as an educational opportunity for students to navigate challenges, make informed decisions, and understand their responsibilities within the campus community. Rather than focusing solely on policy violations, the process encourages students to reflect on their choices, consider their impact on themselves and others, and align their actions with their personal values and educational goals. This philosophy applies to both individual student social misconduct, as well as organizational misconduct. This year, the office conducted six investigations into organizational misconduct, ranging from alcohol policy violations to hazing allegations.

BY THE NUMBERS

507

Incident Reports were Recorded*

147

189

Reports alleged violations of the Student Code of Conduct

Other/ Informational Reports

165

Reports alleging Student Organizational Misconduct

Door/ Facilities Reports

*In the 2025-2026 academic year

Dean of Students

Student Government Association (SGA) Year 1 of Triennial Budget In the 2024-2025 academic year, SGA, Vice President for Student Affairs, Dr. Andrew Wells, and Vice President for Finance and Administration, Mark Detterick, negotiated a new model for Student Government Association funding. Prior to this agreement, SGA operated on an annual budget planned in the prior spring, but funded by student activity fees assessed on a semesterly basis; thus, SGA budgeted according to a conservative estimate of the coming year’s headcount. Under the model agreed in 2025 and implemented in 2025-2026, SGA operates on a triennial budget cycle with a flat amount of $750,000 allocated annually from the university budget. The Student Activity Fee was rolled into the comprehensive fee and is no longer a separate assessment. Student Affairs leadership works diligently with SGA leadership to maximize their usage of their allocation, ensuring students benefit as broadly as possible. Entering the 20262027 academic year, leadership will work with SGA to begin planning their Fall 2028 budget request for the second triennial cycle.

Partnership with Athletics The Dean of Students (DOS) and Student Engagement and Development (SED) teams partnered closely with athletic coaches to strengthen school spirit and increase student attendance at athletic events. To further support this effort, DOS and SED collaborated with the Student Athlete Advisory Committee (SAAC), Student Programming Board (SPB), Student Government Association (SGA), and Greek Council to establish leadership roles within these organizations focused on promoting athletic events and supporting student-athletes. These partnerships helped create a more coordinated campus-wide approach to fostering school pride, increasing engagement, and building stronger connections between studentathletes and the broader Trinity community.

Dean of Students

BY THE NUMBERS

9,431

Active users on the Parent & Family web portal

>600

Parents/Families attended Fall Family Weekend

8,600

Subscribers to Parent & Family newsletter

Parent and Family Engagement Initiatives Family Engagement continued to move forward beyond a communication-focused model toward a partnership-based approach that supports student success and flourishing. Through intentional outreach, family programming, and campus partnerships, families are provided with the information and resources needed to support their students while encouraging student independence and growth. This year, family engagement efforts were strengthened through the Parent and Family Portal, powered by CampusESP and family-centered programming. This program continues to thrive in part thanks to the cooperation of the divisions of Strategic Communications & Marketing and Alumni Relations & Development.

Dean of Students

Life Skills Pilot Program Assessment

Becoming, Culture of Care, Collaborative Engagement

In Spring 2026, the Life Education Program launched as a pilot initiative aimed at supporting student success through the development of emotional wellbeing, executive functioning skills, positive academic habits, and life skills. The pilot intake data from two students provides early insight into student needs, perceived challenges, and alignment with program supports such as coaching, coping strategies, and goal setting. Student responses suggest moderate concerns in emotional well-being and more pronounced challenges in executive functioning, particularly in areas such as time management, organization, procrastination, and consistent academic follow-through. Students also reported a need for structured support in managing stress and strengthening study and test-taking strategies, while still demonstrating moderate confidence in social functioning and engagement with existing support systems. The pilot revealed that students generally viewed the Life Education model as beneficial, particularly in relation to having consistent meetings with the Associate Director of Student Care Support and Life Education.

Integrated Counseling, Health, and Wellness Services

Department Overview The mission of Integrated Counseling, Health, & Wellness Services (ICHW) is to utilize a collaborative approach to support the well-being of Trinity students through the provision of direct care services, as well as community-wide and individuallevel health promotion. In clinical care appointments (Counseling Services, Health Services), clinicians engage students in learning and development around topics pertinent to treatment needs. Topics can include self-efficacy, self-awareness, values exploration, vocational exploration, interpersonal relationships, and practical life skills. Assessment data and coordination with campus partners drive the planning and implementation of these programs, and engagement with students inside and outside the clinic promotes education. In addition to the Ready.Set.Rise. priority, this year saw the launch of Trinity’s JED Campus initiative. This initiative, funded in whole by a gift from the H.E. Butt Foundation, this project will drive improvements to support for a climate of mental health and suicide prevention across campus. Partners in Facilities, Academic Affairs leadership, faculty, and student leaders were deeply engaged in the assessment and planning phases of the JED Campus initiative. In 2026-2027, the department will be working together to achieve several JED Campus recommendations related to integration of care services. In particular, the departments of Health and Counseling will establish a workgroup to create a plan to integrate electronic health records.

JED Campus Initiative Ready.Set.Rise. 3.2 JED Campus serves dual strategic goals; first and foremost, this is a proactive step to reduce risk of self-harm and suicide related to students’ mental health needs. By partnering with the JED organization, Trinity gains access to the experience and expertise of JED Campus alumni across the country, the expertise of JED consultants, and the benefit of an external program review. In addition to these obvious benefits, the JED Campus initiative addresses the Ready.Set.Rise. strategic priority by continuing the work of integrating Counseling, Health, and Wellness Services.

Counseling, Health, and Wellness Services

Student Spotlight Student feedback can be a powerful reminder of the often-unseen impact of our work. This student feedback shone the spotlight on one of our own: Dr. Richard Reams. “Dr. Reams is a great listener. Sessions with him allow me to talk, feel heard, and be validated in my experiences. He offers feedback that helps me understand my experiences and see them through a different lens. I consider myself fairly self-aware, but having that outside perspective has helped me grow exponentially as a student and a person. I am extremely grateful not only for the ways he has helped me, but for the ways he has taught me how to help myself. He helped reframe my thinking. I consider myself a sensitive person, and I thought that was a negative thing until he helped me realize that because of that quality, I am a better writer and a better friend. Now, I consider it one of my better qualities. Going into counseling my freshman year, I didn't consider I'd ever truly feel the way I do now, that one day, I wouldn't need weekly counseling sessions. Now, I go in as needed or just for a brief life update. Dr. Reams was truly the first person on campus who helped me. I was able to open up and let other people help me later on, even if indirectly.”

Counseling, Health, and Wellness Services

Counseling Services Within Counseling and Health Services, learning and development goals are secondary to treatment goals, as the primary purpose within these units is medical and mental healthcare treatment. Learning and development are often a necessary part of helping students to achieve their treatment goals. In clinical care appointments, clinicians engage students in learning and development around topics pertinent to treatment needs. Satisfaction data indicate students are generally satisfied with the availability of counseling appointments. Over 475 students utilized Counseling Services for one or more counseling appointments this year. Given the nature of counseling work, the leadership team is attentive to the number of students utilizing their services as well as the frequency and duration of individual students’ sessions with providers, and client progress as indicated by the assessments conducted at each session.

Number of Clients 600

555

400

369

408

488

480

476

500

562 518

478

432 327

300 200 100

20 15 -2 01 6 20 16 -2 01 7 20 17 -2 01 8 20 18 -2 01 20 9 19 -2 02 0* 20 20 -2 02 1* 20 21 -2 02 2 20 22 -2 02 3 20 23 -2 02 4 20 24 -2 02 5 20 25 -2 02 6

Clients as a Percentage of Undergrads 25 21.5

19 15.7

15.9

17.1

17.3

18.6

21.3 18.6

19.5

18.9

12.7

10 5

20 14 -2 01 5 20 15 -2 01 6 20 16 -2 01 7 20 17 -2 01 8 20 18 -2 0 20 19 19 -2 02 20 0* 20 -2 02 1* 20 21 -2 02 20 2 22 -2 02 20 3 23 -2 02 20 4 24 -2 02 20 5 25 -2 02 6

Counseling, Health, and Wellness Services

Psychiatry The average number of sessions decreased from 5.1 to 4.46 per client, which remains below the national average of 5.9 sessions. Indeed, the percentage of clients who were seen for 1-8 sessions increased, while the percentage of clients who were seen for 9+ sessions declined.

Telehealth

Number of Client Sessions

45 students utilized counseling (58 last year) for 274 visits (a 0.7% increase from last year). 45 students utilized psychiatry care (a 15.1% decrease from last year) for 84 visits (a 31.1% decrease from last year). 24/7 Urgent Counseling calls are anonymous, thus the number of students utilizing this service are not available. In 2026-2027 the phone number will be made a dedicated “Trinity line” thus allowing tracking of the total number of calls.

3,000 2,644

2,500 2,221

2,274 2,133

2,080

2,000

1,768 1,603

1,500

1,242

1,351

1,323

1,447 1,310

1,000 500 0

20 14 -2 01 5 20 15 -2 01 6 20 16 -2 01 7 20 17 -2 01 8 20 18 -2 01 20 9 19 -2 02 20 0* 20 -2 02 1* 20 21 -2 02 20 2 22 -2 02 20 3 23 -2 02 20 4 24 -2 02 20 5 25 -2 02 6

In addition to clinical work, the Counseling staff also participate in campus outreach and leadership around students’ wellbeing. Counselors and Counseling Services leadership are engaged in the divisional assessment team, the JED Campus steering committee, provide advising and education for faculty and staff outside of Student Affairs, and are highly involved in campus outreach via tabling activities.

Average Number of Sessions per Client 6

5.8

5.9

5.7

Dr. Durga Surydevara provided 167 sessions: 26 evaluations (a 23.8% increase from the previous year) and 141 follow-up appointments (a 10.2% decrease). The follow-up appointments included students who became patients during a previous year. All psychiatry patients are expected to continue adjunct treatment from a Counseling Services counselor.

4.94

4.8

5.1 4.46

4 3.7

3.6 3.3

3.3

3.4

4 3.6

3 2 1

N at io na lA vg .

(C 20 C H 15 M ) 2 -20 16 01 520 20 1 16 6 -2 0 20 1 17 7 -2 20 01 18 8 20 -20 N 19 at 19 io -2 na 20 02 lA 20 0* vg -2 .( 0 C N 2 C at 02 21* M io 1H na 20 )2 lA 22 02 vg 1.( 20 C N 2 C 22 at M 022 io H na ) 2 -20 lA 23 02 vg 2.( 20 C 2 C M 023 23 H ) 2 -20 02 24 320 20 24 24 -2 02 20 5 25 -2 02 6

Counseling, Health, and Wellness Services

Health Services

Wellness Services

Health Services appointments address both the clinical purpose of the visit as well as the opportunity for educational intervention. This year Health Services completed 2,052 visits, roughly equivalent to the prior year. Consistent with prior years, the majority of visits were for acute illness and injury care (Ear, Nose, and Throat complaints, Gastrointestinal complaints, Gynecologic complaints, Injuries, Urinary complaints). The remainder of the visits were for “General Exam” which can be attributed to a broad range of issues that are not otherwise categorized. Lab appointments are made for screenings and testing requested by the Trinity Sports Medicine department, orders from Health Services providers, and orders from external medical providers (patient’s primary care or specialty care providers). In addition to student care, Health Services has upgraded to a new electronic health records system. The new system will contribute to the ongoing work to increase collaboration with Counseling and Wellness Services, and identify future opportunities to reduce administrative overhead.

Health Services by Type

Counseling, Health, and Wellness Services

Wellness Services

Becoming, Culture of Care, Social Responsibility, Collaborative Engagement, Readiness

Wellness Services aims to improve the wellness of all students at Trinity University by providing evidencebased education, programming, and services. Program topics range from mental health to sexual health, alcohol and other drugs, to sexual violence prevention and healthy relationships. In addition to the professional staff who develop the strategy and learning goals for these programs, Wellness Services engages Peer Health Educators to maximize the impact of these tabling, workshops, and advising sessions.

BY THE NUMBERS

2,900 14

Number of Students Engaged

Signature Events

Building Safer Spaces: Conversations with TUPD Care and Clarity: Your Guide to Campus Support Food for Support: Free Food Friday Mental Health Extravaganza Packing With Purpose Pride for Health: LGBTQ+ Health Fair Purple TUGether Purple Week Kickoff Safer Spring Break: Ready… Set.. Safe! Spook Smart: A Safer Halloween Stand In Teal: Teal Week Fair Thanks Birth Control! Day The Love Lab: Sexual Health Fair Unwind Before The Grind

Counseling, Health, and Wellness Services

BY THE NUMBERS REQUESTED WORKSHOPS

171

Number of Total Student Engagement

Campus Workshops Building Resilience - Fraternity & Sorority Life Narcan Training Tigers CARE Mental Health Ally Training QPR Training Between Me & You: Sexual Jeopardy Narcan Training - Coates Library Staff Training Narcan Training - General Campus

The Narcan Program

Social Responsibility, Readiness

The Narcan program is in its second year, and has benefited from substantial student interest. Narcan is a life-saving opioid reversal medication. Based on elevated campus awareness through events, social media campaigns and the cross-promotional assistance by the registered student organization, Addiction Awareness Association, the program moved beyond an “introduction phase.” This program was intentionally phased to help set social norms around substance use and reduce fear and anxiety about substance use for the campus community. Student organizations, such as Fraternity and Sorority Life organizations, can now request 20 boxes of Narcan at a time to utilize as they see fit. In late Spring 2026, through a grant from SGA received by the Addiction Awareness Association, a large Narcan dispenser was placed in the library for broader access. Information about how and when to use Narcan is co-located with the distribution box.

Healthy Behaviors Committee in Partnership with Dean of Students Creating a Network of Care The Healthy Behaviors Committee was established to ensure a coordinated approach to policy evaluation, assessment of campus services, and educational curriculum. By taking this approach, we increase the impact of our collective work towards achieving a healthier campus community. This committee specifically focuses on efforts to align campus departments dealing with alcohol and other drug safety, sexual violence prevention and response, and hazing prevention and response. The committee was convened in the Spring of 2026 and is co-led by the Assistant Director of Wellness Services and the Director of Community Standards and Family Engagement. Next year, the committee will review policies such as the Safer Parties Initiative and alcohol and other drug policies, generally.

Counseling, Health, and Wellness Services

Residential Life Department Overview

Introducing Ready.Set.Rise. 3.3

The mission of Residential Life is to support students by providing a developmentally structured, challenging, and educationally stimulating residential experience that encourages individual growth. All students are required by university policy to live on campus during their first three years. Seniors have the opportunity to live on if they choose, and subject to the availability of space.

This strategic plan item addresses both the capital improvement needed for the residence halls, as well as a plan for how structural improvements will support community development and student flourishing. Initial capital planning for the residence halls builds upon the campus master plans and is focused on reframing the residence hall communities as neighborhoods by class year, improving room consistency, and providing progressive amenities to encourage senior students to live on campus beyond the residency requirement. Renovations and pilot projects are helping test design concepts for community spaces, study areas, and lounge functionality.

2026-2027 Goal: 223 Rising Seniors to Commit to Living on Campus Result: 248 Rising Seniors Signed Up

Capital Improvements (Murchison); Campus Master Planning Residential Life has worked closely with campus partners to review the capacity of residence halls, identify opportunities for enhancements to common spaces (e.g., lounges), and to support the development of a cycle of minor and major maintenance projects designed to promote the utility, quality, and appeal of our residential facilities.

Residential Education Model Becoming, Culture Trinity: Always Home of Care, Readiness Trinity: Always Home residential program model was launched this year as a way to enhance students’ understanding of their residential experience as “home” vs. an “area” they stay in for a period of time. This pilot will be further scaled to additional neighborhoods next year. The Trinity: Always Home program model centers the Readiness, Culture of Care, and Becoming domains of the Flourishing learning and development framework.

Residential Life

Coming Fall 2026: Murchison Lounge Improvements

BY THE NUMBERS ON-CAMPUS RESIDENCE HALLS

1,819

Number of Total Residents

First-Year Residents

590 Sophomore 558 Neighborhood Division 671 Upper Neighborhood

Residential Life

Student Engagement & Development Department Overview

Student Leadership Development

Student Engagement & Development focuses on supporting, advising, and managing the university’s 130+ Registered Student Organizations, which range from cultural groups to service organizations to social fraternities and sororities - and everything in between! By leveraging student organization management software and robust in-person advising and mentorship, the department enhances students’ sense of belonging and engagement in campus life.

Ready.Set.Rise. 2.1b

Beyond supporting student organizations in their respective missions, the team cultivates a robust campus life through the Student Programming Board and Greek Council. These University Sponsored Organizations create meaningful opportunities for student engagement through campus programming, traditions, and collaborative partnerships.

BY THE NUMBERS

491

Active members of Fraternity & Sorority Life (FSL) at the start of 2026 academic year

384

246

Potential New Members of FSL Participated in the Recruitment Program

New Members who joined as active members of FSL Organizations

277 Students pursued a Bid to participate in FSL

+48 Number of increased active members from Academic year 2025

*Fraternity & Sorority Life (FSL)

Becoming, Collaborative Engagement

The inaugural Trinity LEAD program, a collaborative project with the Dean of Students Office, Residential Life, and Student Engagement & Development (SED), began during the Spring 2026 semester. The program was designed as a strengths-based, cohort leadership experience that challenged students to discover their strengths, clarify their values, and apply their leadership skills to authentic campus needs. Following initial student feedback regarding a presemester model, the program was redesigned and implemented as a semester-long experience. Participants engaged in leadership development activities centered on strengths, self-awareness, collaboration, and purposeful leadership. The program culminated in student-led projects designed to positively impact the Trinity community. Projects included a “finals” support initiative providing snacks and encouragement to students, a resume-building collaboration with the Center for Experiential Learning and Career Success, a proposed campus beautification project between two first year residence halls, and a student wellness field day.

Development of Registered Student Organization Advising Improvements Over the past year, SED laid the groundwork and communicated with students and respective alumni and faculty advisors that, effective in the 2026-2027 academic year, all registered student organizations will be formally advised via the SED staff. While fraternity and sorority advisors with alumni affiliation, faculty and staff advisors, and coaches are encouraged to maintain their connections with student organizations, the pivot to professionalized advising for Registered Student Organizations (RSO) will greatly enhance organizational leadership transitions, event planning, budget management, risk management, and compliance. Related, SGA leadership shared substantial positive feedback about this transition and anticipate the enhanced advising will improve SGA and RSO planning around budgets and events.

Student Engagement and Development

Coates Student Center and the Esplanade The Coates Student Center and the adjoining Esplanade serve as the social and cultural hub of campus. Supported by the Dean of Students and Student Engagement and Development offices, student organizations, campus departments, and community partners are encouraged to activate these spaces to host programs, meetings, information fairs, and campus traditions that foster connection and engagement. With the recent enhancements to the Esplanade, including a redesigned gathering space and integrated speaker system, it has become an even more dynamic venue for Trinity traditions such as the Involvement Fair and Chocolate Fest. Inside the Coates Student Center, students come together to eat, study, meet with friends, attend organizational meetings, and connect with campus and San Antonio community partners. Together, these spaces inspire students to discover new interests, build meaningful relationships, and experience a true sense of belonging.

BY THE NUMBERS

49 280 661 300 45

Esplanade Reservations Coates Student Center Tabling Reservations Coates Meeting Room Reservations Fiesta Room Reservations

Tigers’ Den Reservations

Student Engagement and Development

Student Inclusion and Belonging Department Overview

First Gen Tigers

The Student Inclusion & Belonging office encompasses two separate but related program areas: that of the mission of intentional inclusion, and that of the orientation and transition programs. The mission of the department is to intentionally foster a supportive and inclusive campus community where every student feels seen, valued, and empowered to succeed.

Ready.Set.Rise. 2.1

Inclusive Celebrations Every year the department supports the planning and implementation of community celebrations for graduating seniors. These programs celebrate First Generation students, the De Colores celebration, the Asian American and Pacific Islander (AAPI) Celebration, the Kente celebration, and the Lavender celebration. Over 200 students participated in the inclusive celebrations in May 2025 and all students, parents, staff, faculty, and alumni are welcomed and encouraged to attend these events.

Becoming, Culture of Care, Readiness

The First Gen Tigers program is a pilot program tied to the Ready Set Rise strategic plan. The program builds on existing support for the Alpha Alpha Alpha first-generation honor society, including staff and faculty engagement, to introduce dramaticallyenhanced support services, workshops, and community building events. Seven workshops and three socials were hosted during the 2025-2026 academic year. SIB implemented a tiered model of programming to meet the specific and timely needs of each academic class. Reimagined from a former iteration and launched in Fall 2024, student participation in the First-Gen Tigers Program has grown from four students to 65 students as of May 2026.

The Student Inclusion and Belonging (SIB) Office collaborates with various campus partners, student groups, and city-area organizations to offer programming that highlights annual cultural observance months (e.g., Latinx Heritage Month, Black History Month, Women’s History Month, Asian American and Pacific Islander (AAPI) Heritage Month, Indigenous Heritage Month, LGBTQ+ History Month, etc.). The department facilitates campus engagement in city-wide observances of Martin Luther King, Jr. Week.

Student Inclusion and Belonging

BY THE NUMBERS ORIENTATION PROGRAMS Summer 2025 Tigers Takeoff

Orientation Programs

Becoming, Culture of Care, Readiness

New Student Orientation takes part in two separate programs: an overnight program in June, which parents and families are welcome to attend, known as Tiger Takeoff (TTO); and a program that runs the first three days after August move-in, immediately preceding the start of the semester, known as New Tiger Orientation (NTO).

Tiger Takeoff Tiger Takeoff is a student success initiative that provides incoming students an opportunity to gain a deeper understanding of what life will be like at Trinity, learn about a variety of campus resources, and build early connections with peers before classes start. The initiative aims to decrease potential summer attrition and increase students’ excitement and confidence about starting their Trinity career. Incoming students are highly encouraged to attend a Tiger Takeoff Session.

Spring Transfer Orientation Spring New Tiger Orientation (SNTO) is a smaller orientation for all incoming students starting in the Spring semester. Incoming students in the Spring are mostly transfer students with a few first-time in college students who may have deferred admission from another semester. For the transfer student community, we incorporate transfer student mentors which are current transfer students who offer support and guidance for incoming transfer students. Mentors attend sessions, lunches, dinners, and socials.

402* Students

610 Guests

*67% of the incoming class

Travel Assistance Program Provided financial assistance* to students and their guests to attend Tiger Takeoff

*Hotel accommodations, travel funding for mileage, flights, and/or ground transportation

Orientation Team (O-Team)

Orientation Team Leaders, including 3 Captains

97%

of respondents agreed or strongly agreed that they felt welcomed and supported by Trinity University staff and Orientation Team leaders

New Tiger Orientation 2025

604 390 Students

Team Trinity move-in volunteers

Spring 2026 New Tiger Orientation

18 Student Inclusion and Belonging

Students

Transfer student mentors

Division of Student Affairs Dialogue and Discourse Social Responsibility, Ready.Set.Rise. 2.1a Becoming, Collaborative Engagement

The Conversation @ Trinity, a collaboration between Academic Affairs and Student Affairs, helps students engage across differences through dialogue, guest speakers, workshops, and other formats that build empathy and perspective-taking. Qualitative findings suggest participants gained a stronger understanding of empathy and felt more confident engaging with people who hold different perspectives. The Conversation @ Trinity will continue as a hallmark program for the University. Constructive Dialogue Institute (CDI) Perspectives combined online learning with peer discussions. Students reported generally positive experiences; however, assessment data illustrate mixed findings in terms of student learning and clear student preference for more discussion-based, practiceoriented learning. Next year, this program will be replaced with an alternative pilot program focused on small group, peer-facilitated discussions. Voter engagement work continues to be supported by two Democracy Fellows and the TU Voter Engagement Task Force. Once again, the All In Challenge Action Plan received “highly established” recognition and is one element (of several) that enables Trinity University to continue to receive the Voter Friendly Campus Designation from NASPA and Students Learn, Students Vote. The Task Force hosted two new events in Spring 2026: "How Books Can Save Democracy," a student-moderated discussion with the author and a faculty-led workshop focused on “How do you decide who to vote for?”. Both events involved multiple campus partners and centered the Democracy Fellows in leadership roles.

Student Spotlight “I am so thankful for the experience I had as a Democracy Fellow. It built my confidence in such an instrumental way; being able to successfully lead in that role, attend conferences, receive awards, and speak at events. It helped squash imposter syndrome and reinforced in me that I have the qualities to be successful within my control. It also helped me realize my work ethic, my grit, and how much I am motivated by high-impact work. [...] I learned so much through the work itself; the steps and process for event planning, how to connect with and reach specific audiences like students, how to think outside the box and execute, how to look at the big picture, how to work with different stakeholders, how to present myself, how to appeal to the student body by putting myself in their shoes and developing messaging, how to balance workload with classes and extracurriculars, and how to manage projects and work with others in a professional setting.

Kiara Fernando Graduating Senior, TU Democracy Fellow

Division of Student Affairs

Professional Development and Employee Impact Professional Development Committee (PDC) programs focused on four themes: Evidence-based planning and decision-making to build capacity for program-building and enhancement; Collaboration and effectiveness to strengthen institutional knowledge, partnerships, and operational effectiveness; Communication and dialogue to help staff communicate the value of Student Affairs

Flourishing for Student Success In the first year of the divisional strategic plan, the divisional student learning and development domains and goals were introduced (as illustrated via the icons throughout this report) and efforts continued to tell the story of the Division of Student Affairs.

Learning and Development Domains and Goals

Becoming 14.1%

Readiness 32.2%

Student support in applying strengths-based and JED-informed approaches that foster student development. These themes positioned staff to be strategic, collaborative, evidence-informed practitioners in advancing the institutional and divisional strategic plans. The Divisional Assessment Team (DAT) shifted focus to use meetings as “working time” to review draft Assessment Plans. The complete overhaul of the Department Annual Report and Assessment Plan and Report templates in Fall 2025 represented significant accomplishments for the committee. Regarding employee engagement, the Staff Highlights and Conversations with Colleagues programs concluded with nearly 100% participation. Anniversary milestones, birthday celebrations, service projects, and after-work gatherings continued to be positive additions to the employee experience as evidenced by anecdotal staff feedback and feedback from the Social Committee.

Culture of Care 24.9%

Collaborative Engagement 15.6%

Social Responsibility 13.2%

BY THE NUMBERS TELLING OUR STORY

11 100+ 6 Conducted

Listening Sessions

Participants

Departments*

*conversations with all employees in the Division

Prepared content for and co-hosted “Roadshow” presentations to TU audiences

6 Division of Student Affairs

Our Mission

Our Vision

The Division of Student Affairs cultivates holistic student development to foster a vibrant and inclusive campus where all students flourish and communities thrive.

We envision a transformative campus experience where every student explores their purpose, builds connections, and grows into a confident, values-driven leader.

Through dynamic programs, collaborative partnerships, and student-centered services, we help students learn how to lead and contribute with integrity, resilience, and purpose.

Through inclusive engagement and holistic development, our students become engaged individuals and global leaders, rooted in integrity and empathy.

Content of the Flourishing postcard distributed to stakeholders. The tree is reflected in the “Becoming” icon throughout the Impact Report.

Division of Student Affairs